校本教研与院校培训的互动衔接研究

发布时间：2018-07-06 07:14

本文选题：教师专业发展 + 校本教研　；参考：《闽南师范大学》2015年硕士论文

【摘要】：教师是基础教育改革与教师专业发展的主体要素之一,其素质的高低关系着社会经济发展速度的快慢和教育质量的高低,尤其教师的专业发展水平更是国家软实力及综合国力强弱的重要标志之一。目前我国教师的专业发展水平有待于进一步提高,其职前培养与职后培训相脱节且职后教师的专业发展在教研与培训环节处于封闭、孤立状态,使教师的理论学习与实践体验无法有效的结合,这就需要以教师任职学校为中心平台的校本教研和以高校为专业引领主体的院校培训两者的有效互动衔接实现教师教育职前职后一体化,架起沟通理论与实践的桥梁,共同提高教师的专业化发展水平。本文运用文献分析法及实际调查法等对国内外教师教育改革促进教师专业发展之成功案例进行简介,并以福建永安中小学为基地进行了实证调查与分析。首先,参照英、美、澳等发达国家的大学与中小学联合培训教师的实践探索的典型案例,并借鉴国内首都师范大学、东北师范大学、闽南师范大学及广西师范大学等教师教育改革创新之成功经验。其次,在社会符号互动论及终身教育、教师教育一体化的理论支撑下,通过对永安中小学在职教师、校长进行实证调查,发现校本教研与院校培训两者在互动视角下各自存在以下现状问题:组织者专业素质不高,内容针对性不强、开展形式单一、评价激励工作不到位以及缺乏必要的物质基础,并对其产生原因进行了说明与分析。最后针对已有问题,借鉴教师教育改革促进教师专业发展之典型案例的成功经验,提出促进两者有效互动衔接的运行模式以及确保模式有序运行的保障机制。
[Abstract]:Teachers are one of the main elements of the reform of basic education and the professional development of teachers. The quality of teachers is related to the speed of social and economic development and the quality of education. In particular, teachers' professional development level is one of the important symbols of national soft power and comprehensive national strength. At present, the level of professional development of teachers in our country needs to be further improved, its pre-service training and post-service training are disjointed, and the professional development of post-service teachers is in a closed and isolated state in the link of teaching and research and training. So that teachers' theoretical learning and practical experience can not be effectively combined, This requires the effective interaction and convergence of school-based teaching and research with teachers' serving schools as the central platform and colleges' training with colleges and universities as the leading subject to realize the integration of pre-service and post-service teachers' education and to build a bridge between theory and practice. Jointly improve the professional development level of teachers. This paper makes a brief introduction to the successful cases of teachers' professional development promoted by the reform of teachers' education at home and abroad with the methods of literature analysis and actual investigation, and makes an empirical investigation and analysis based on the primary and secondary schools in Yongan, Fujian Province. First of all, referring to the typical cases of joint training of teachers between universities and primary and secondary schools in developed countries, such as Britain, the United States and Australia, and referring to the domestic capital normal University, Northeast normal University, The successful experience of teaching reform and innovation in Minnan normal University and Guangxi normal University. Secondly, based on the theory of interaction of social symbols and lifelong education and integration of teacher education, an empirical investigation is carried out on the in-service teachers and principals of Yongan primary and secondary schools. It is found that both School-based Teaching and Research and College training have the following problems: the organizers' professional quality is not high, the content is not targeted, the form of development is single, the evaluation and incentive work is not in place and the necessary material foundation is lacking. The reasons are explained and analyzed. Finally, aiming at the existing problems and drawing lessons from the successful experience of the typical cases of teacher education reform to promote the professional development of teachers, the paper puts forward the operation mode of promoting the effective interaction and linking of the two and the guarantee mechanism to ensure the orderly operation of the model.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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